Literaturnachweis - Detailanzeige
| Autor/in | James, Ugema Hosea |
|---|---|
| Titel | Teacher Perceptions of Elementary Females in a Technology-Based STEM Tier 1 Instructional Program |
| Quelle | (2022), (241 Seiten)
PDF als Volltext Ed.D. Dissertation, Grand Canyon University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3684-8351-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Attitudes; Elementary School Teachers; Elementary School Students; Females; Womens Education; STEM Education; Student Interests; Success; Faculty Development; Program Effectiveness; Educational Technology |
| Abstract | This qualitative descriptive study described elementary teachers' perceptions of the influence of a technology-based STEM Tier 1 instructional program training on their curriculum and female students in a school district. It was unknown if a teacher's perception and understanding of STEM concepts determine an elementary female student's interest and success. Data generated from individual interviews and focus groups were presented logically to demonstrate importance to the participants, provide insight regarding their experience attending a technology-based STEM Tier 1 instructional program training, and the influence of the training on their curriculum and female students. Ajzen and Fishbein's theory of reasoned actions was used as the theoretical foundation to develop two research questions. The research questions were RQ1: How do elementary teachers perceive the influence of a technology-based STEM Tier 1 instructional program training on their curriculum? RQ2: How do elementary teachers perceive the influence of a technology-based STEM Tier 1 instructional program training on their female students? This study's sample consisted of thirty-five public-school elementary teachers. Thematic analysis procedures were used to analyze the raw data and address the problem. The findings provide insight to how teachers perceive STEM trainings, implementation of STEM curriculum, strategies and shifts needed to support teachers and students, and suggested practices to support females in STEM. Because many elementary teachers lack self-confidence with STEM concepts due to their own limited exposure and understanding, a comprehensive plan should be implemented to provide support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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